Reflections from Neena Lakhani

I interviewed Neena Lakhani in Mid-March. Neena works as a Teaching Fellow at De Montfort University on the TIGER project. At the moment, Neena is converting existing materials into OERs and developing new materials as OERs. She reflected on a couple of challenges that she had experienced in the process.

Pedagogical design

  • Converting contextualised content into generic information: It requires careful planning about how to convert contextualised information without losing its meaning, because when you take out some of the specifics, such as the patient’s voice or the service user’s voice, you take out some of the pertinent stuff, which is so important within IPE material. The material loses engagement when it becomes so generic.
  • Weaving and interwinding:  When turning face-to-face materials into OERs, the materials need to be woven in a way that we need to give indication about what people can do with the materials. For example, ‘we suggest you talk to a service user, here is an activity we have done using a service user, and this is how we have gone through the process’. The weaving part needs to be written for an OER.

 Quality assurance

It is a team effort for developing IPE materials for face-to-face teaching or e-learning. We underwent a quality assurance process that involved: producing materials as a team -> pilot the materials ->the materials critically read and approved by an independent reader -> release the materials.  

We need to go through the same quality assurance process when converting existing materials into OERs and developing new materials as OERs. The whole team needs to be consulted. The team then decide how they want to put the material up as an OER. We also need people who’re practising in the field to critically read and give us comments on the material to make sure that the material is fulfilling its anticipated purpose.

Copyright

A lot of our teaching materials that we use do not have copyright clearance. We can use them internally, but we can’t give them as OERs. Examples of copyright issues include:

  • We have agreement from colleagues to use our current materials as an internal teaching tool, now we need another agreement from them on using these materials as OERs.
  • We had vocal agreement on some of the videos that we used in the materials. We need signatures on a different agreement to use them as OERs.
  • Some of the NHS resources, such as the ‘Patient Voices, is free to teaching organisations, but not free to OER.

If we remove those materials from an IPE teaching materials, we’re losing the essence and the materials do not make sense.  It requires a bit more research for finding suitable materials and adapting them to use for both IPE and for OER.

Timeframe for developing new materials

Developing IPE materials is a very self-provoking and intensive process. It can’t be done in a short time framework and it needs to go through the proper quality assurance process.

 Ming Nie  30 March 2011

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About tigeroer

Project TIGER Project Director
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